Reflective Critique

“As important as methods may be, the most practical thing we can achieve in any kind of work is insight into what is happening inside us as we do it. The more familiar we are with our inner terrain, the more sure footed our [work] – and living- becomes.” P. J. Palmer (cited in Skovholt, T. M., 2001). The pursuit for self-awareness or self-understanding is a chief factor of valuable reflective practice. Counsellors need not only to be conscious of their abilities, facts and presentation as professionals, but also wary of any private aspects that may mess with or obstruct their capability to supply an efficient and objective service. Counselling professionals in their everyday practice encounter unique and difficult circumstances which may be impossible to resolve by only scientific rationale approaches. Any counsellor employing the technique of reflective practice knows that this is as an approach which promotes deeper understanding and elicits critical thinking skills that spawns opportunities for further personal development. This course of Professional Development is one means of developing reflective practice, linking the internal and external worlds of the practitioner. II.The Model of Reflective Practice:

With the preceding information in mind, I have come to realize that reflective practice can be a very beneficial process in my own professional development as an educator, because both teaching and learning processes requires special knowledge, skills and experiences. Reflective practice is a professional development process that is believed to be highly effective in achieving behavioral change. In the profession of counselling, reflective practice is referred to mindful practice in that reflective counsellors possess certain qualities; they are aware of their own strengths and inadequacies, they carry out counselling with purpose and intention, and they examine their own levels of stress and are wary of personal matters that may interfere with their...

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...Reflective practice – A tool for learning
Introduction/Rationale
When something goes wrong or something unexpected happens during a lesson or activity, we ask ourselves questions such as, could I have done something to avoid it? These experiences usually make us grow and we learn from experience, and we will be better prepared to face the situation if it happened again. This introspection is generally called “reflection”, and all professionals have adopted it in order to improve their practice, but for educators reflection involves “critical thinking” about past experiences or current experiences that occur or are occurring in classroom settings and looking at them in a positive light on how to make improvements for their teaching techniques and smooth the progress of children’s learning. But reflection is not an innovation in teaching, it has its roots in the work of a number of educational theorists for over 60 years such as Dewey and Schon who devised theories on reflection which include, Dewey’s theory of “thinking on your feet” and Schon’s theory of “reflection in action” and “reflection on action”. As many theorists are out to prove their theory, many will criticize others, Moon is for one who criticises Dewey’s theory and describes it as “an unconscious act”.
After studying the ‘Reflective Practitioner’ module, I decided to undertake a project involving reflective teaching. This module made me aware of how important...

...﻿Unit 505 Continuing Personal and Professional Development
Task D Reflective essay
The concepts of reflective practice are widely accepted in education and many other professions, in simple terms, Moon (2004) describes it as a process of 'cognitive housekeeping' whereby a practitioner would explore their own values, beliefs and practice to a professional situation. It is also frequently perceived that a structure is helpful to support and encourage more than just simple reflections ,Jones (2009).
Popular theorists have emerged in reflective practice, Schon cited in Smith (2011) expands on the concepts of Dewey (1933) and Kolb (1984) by not simply learning from errors but to explore one's own theory. Introducing the concept of discourse between espoused theory and what actually happens in action. He argues that practitioners develop their own repertoire based on experiments tried and evaluated in practice, this will inform how they behave and respond in future situations.
Wieringa (2011) find the principle of testing hypotheses whilst 'in' action almost mythical arguing that Schons examples of learners in an art studio may have the time for such experimentation but in an alternative context this may not be a viable option. In practice teachers are however continuously reflecting in action, to consider what is working well and which elements need modifying. This constant process of reviewing and refining is a key element...

...A load of research has been done on learning and reflective practice and its effectiveness on the practitioners and one of the first people to research reflective Practice was Donald Schon in his book “The Reflective Practitioner” in 1983. Schon was an influential writer on reflection and had two main ways of identifying reflection and they were reflection in action and reflection on action.
“The practitioner allows himself to experience surprise, puzzlement, or confusion in a situation which he finds uncertain or unique. He reflects on the phenomenon before him, and on the prior understandings which have been implicit in his behaviour. He carries out an experiment which serves to generate both a new understanding of the phenomenon and a change in the situation”. (Schon 1983)
Reflective practice has been described as ‘paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. This leads to developmental insight’. (www.wikipedia.org, 3rd Jan 2011).
Reflection is an important part of the learning process and is needed for effective learning. Reflection is a form of self-awareness and learners that can reflect are better able to understand themselves and the learning process. Reflection can help us control over our own learning and achievements. Reflection leads to learning from experience and outlines strengths and...

...FUNDAMENTAL ROLE OF REFLECTIVE PRACTICE IN LEARNING PROCESS
Effective teaching does not only entail the successful use of certain instructional strategies and behaviours related to academic achievement, it as well includes the ability to determine just when, where as well as with whom these strategies and behaviours should be used. Having these considerations in mind, effective teaching necessitates high levels of informed as well as reasoned decision-making. Reflective teachers ought to have and use the capability to decisively evaluate what they do along with the decisions they make. This examination is called reflection and the process in its totality is known as the reflective teaching. Reflective teachers ought to think deeply concerning their actions, and are thoughtful, self-critical, analytical as well as informed decision-makers. They take time considering the impact of their job in addition to the potential needed to alter or adjust their actions.
Reflective practice is the process of conducting a decisive self-examination of one’s teaching. Reflective practice entails a purposeful pause taken by the educator to assess beliefs, goals as well as practices so as to attain new or deeper comprehension that will lead to action that improves students’ learning (Hunt G. H., Hunt G. and Touzel 2009 p. 6).
Since reflective teaching is a process where educators stop...

...ARTICLE CRITIQUE The influence of work-cells and facility layout on the manufacturing efficiency, Journal of Facilities Management.
1.
Introduction
This purpose of this paper is to critique the article ‘The influence of
work-cells and facility layout on the manufacturing efficiency’ written by SeyedMahmoud Aghazadeh, Saeedreza Hafeznezami, Lotfollah Najjar and Ziaul
Huq. This paper will first summaries the article. Secondly, it will briefly critique
the article. Thirdly is the conclusion of the entire article critique. Overall the
article was well written, clear and relevant.
2.
Summary of the article
It was made clear in the abstract that this article analyses the use of
product-oriented layout and a work-cell strategy in order to maximise
efficiency. The purpose of the study was made clear in the introduction
whereby authors start plainly that with labour costs low in foreign
manufacturing, domestic manufacturers must turn to the design of the layout in
the facility in order to increase efficiency. Data was collected via a model that
using 26 weeks of data between the fourth quarter of 2009 and the first quarter
of 2010 during layout transformations at the case study company based in
upstate New York. The findings from this study indicate that there is a strong
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product-structures of the facility and the overall...

...Reflective Practice
Introduction:
Reflection its self is looking into personal thoughts and actions. For nurses this
would mean looking at how they performed a particular task taking into
consideration their interaction with their colleagues and other members of
staff, patients and in some cases relatives This then enables the
nurse to assess their actions and thought processes. There are various
frameworks of reflection that one could choose and the examples used for this
work is by Gibbs (1988), Johns (2000) and Benner (1982)
Gibbs:
Gibbs reflective cycle encourages one to think in order about the different
areas of an experience. It is presented in a number of questions that the
reflective practitioner needs to answer to enable them to learn from the
experience that they have had. Trainer. 20011.
The Reflective Cycle, Gibbs (1988)
Description
What happened?
Actions Feelings
If it happened again what would you do? What are you thinking and feeling?
Conclusion Evaluation
What else could have been done?...

...Reflecting on ‘Reflective practice’
By: Linda Finlay, Phd, BA(Hons), DipCOT
“Maybe reflective practices offer us a way of trying to make sense of the
uncertainty in our workplaces and the courage to work competently and ethically
at the edge of order and chaos…” (Ghaye, 2000, p.7)
Reflective practice has burgeoned over the last few decades throughout various fields of
professional practice and education. In some professions it has become one of the
defining features of competence, even if on occasion it has been adopted - mistakenly
and unreflectively - to rationalise existing practice. The allure of the ‘reflection
bandwagon’ lies in the fact that it ‘rings true’ (Loughran, 2000).
Within different disciplines and intellectual traditions, however, what is understood by
‘reflective practice’ varies considerably (Fook et al, 2006). Multiple and contradictory
understandings of reflective practice can even be found within the same discipline.
Despite this, some consensus has been achieved amid the profusion of definitions. In
general, reflective practice is understood as the process of learning through and from
experience towards gaining new insights of self and/or practice (Boud et al 1985; Boyd
and Fales, 1983; Mezirow, 1981, Jarvis, 1992). This often involves examining
assumptions of everyday practice. It also tends to involve the individual practitioner in
being self-aware and critically...

...Student Reflective Practice
Building Deeper Connections to Concepts
Kathleen R. Murphy
My classroom is quiet except for the light sounds of tapping keys on keyboards. There is an occasional rustle of papers as students pour through their labs searching for data and information. I move slowly through the rows of tables, looking over shoulders, commenting quietly on work, and answering a question here and there.
Suddenly a student calls out, "Oh, I get it, Ms. Murphy! I just had an aha moment." The other students stop and look up at her.
"What do you mean by that?" I ask.
"This lab makes so much more sense now. Now I get what it was all about," she responds. "Writing this reflection made me realize why planets go faster when they are closer to the sun. It all has to do with more gravity! I mean, I know you told us that before, but I didn't really get it."
The students are in my 9th grade earth science class, and they are typing structured lab reflections for a laboratory experience they conducted earlier in the period. The student is referring to the connections she has just made from the lab data she gathered to the objective and conceptual knowledge in the exercise. What I am searching for with this activity is the "aha moment." I see it as the proof that the students have a deeper understanding of what they have just learned.
From their reflections, I can see that this was not just another lab where students simply followed steps to a...